Module 4: Word Recognition
Understanding How Word
Recognition Promotes Reading
Automaticity
Early Literacy Department
School Leadership Series
October 2020
Presenters
LaShanda Simmons Fason
simmonsLD@scsk12.org
Stephanye Jimerson
jimersonSL@csk12.org
Gwen Ingram
ingramGM@scsk12.org
Virtual Norms
• Choose a Quiet Place, free from distractions.
• Stay muted until directed to unmute.
• Utilize the “Raise Hand” button, if you would like to contribute (be
sure to lower your hand afterwards)
• Type questions and/or general comments into the chat box.
• NOTE referenced documents/attachments.
• Maintain RESPECT in speaking, writing, and appearance.
Discussion
Chat Box
Breakout
Session
Raise Your Hand
Video
Poll
Session Objectives
Leaders will
• Know that word recognition is an essential skill that underlies a
student's ability to learn to read and spell.
• Understand how word recognition instruction looks in action.
• Be able to support effective implementation of instruction in
word recognition.
Agenda
Definition of Word Recognition
Research
Standards and Subskills
Standards in Action
– Example
– Experience
V. Instruction and Alignment
VI. Next Steps
I.
II.
III.
IV.
Icebreaker
Attend…
A. An all-day professional development session on a topic you know so well that you should be leading the
group?
B.A 3-hour training course on new technology in which someone raises his/her hand every 30 seconds to ask
something the speaker already covered?
Realize halfway through your day that…
A. You had your shirt on inside-out?
B. You had two different shoes on?
Discover…
A. A cockroach in the Keurig at school?
B. A rat in your supply closet?
Go…
A. The first three months of the school year with no coffee, tea or caffeine of any kind?
B. The whole standardized testing season with no coffee, tea or caffeine of any kind?
Word Recognition Quiz
1. For students to achieve automaticity in word recognition, students
require instruction in phonemic awareness, decoding and vocabulary.
True or False
2. Without word recognition, reading comprehension cannot be achieved.
True or False
3. Some words are "irregular," meaning they are difficult to read using a
sounding out strategy.
True or False
Word Recognition Quiz
1. For students to achieve automaticity in word recognition,
students require instruction in phonemic awareness, decoding
and vocabulary. False
2. Without word recognition, reading comprehension cannot be
achieved. True
3. Some words are "irregular," meaning they are difficult to read
using a sounding out strategy. True
DEFINITION: What is word recognition?
Definition of Word Recognition
Word Recognition is…
• the ability to read words accurately and automatically
• the act of seeing a word and recognizing its pronunciation immediately and without
any conscious effort
• the ability to read words in isolation or within the context of a sentence or story
without hesitation
• Refers to the ability to identify, read, and analyze the meaning attached to the
word. It is the basic foundation skill in reading upon which learning of advanced
reading skills depends
Underlying Elements of Word Recognition
In order for students to achieve automaticity in word recognition,
students require instruction in:
• phonological awareness (syllables, phonemes, etc.)
• decoding (alphabetic principle, spelling sound correspondences)
• sight recognition of high frequency words (e.g., “said,” “put”).
Sight Words VS High Frequency Words
Examine the following words below. Which words are high frequency words?
Word List
Grandma
elephant
library
video
but
when
there
basketball
dinosaur
chocolate
Ms. Taylor
so
was
big
Ava
Tennessee
Sponge Bob
bookmark
Sight Words VS High Frequency Words
Examine the following words below. Which words are high frequency words?
Word List
Grandma
elephant
library
video
but
when
there
basketball
dinosaur
chocolate
Ms. Taylor
so
Tennessee
big
Ava
was
Sponge Bob
bookmark
Sight Words VS High Frequency Words
A sight word is any word a student Grandma, chocolate, library, Sponge
can recognize instantly without
Bob
sounding it out (decoding).
High frequency words are words
when, so, big, but, there, was
that occur most often in text.
Thirteen words make up about 25%
of words used in school text: a,
and, for, he, in, is, it, of, that, the,
to, was, you.
Sight Words vs High Frequency Words
Check Point
Sight words and high frequency words are the same.
True or False
Prefixes
• A prefix is a morpheme placed in front of a base word or root to
create a new word.
• Each prefix has a meaning that, when combined with the base
word or root, creates a new meaning. For example, the prefix remeans “again.”
• When added to the word use, it creates the new word reuse,
which means “to use again.”
Most Frequent Prefixes in Printed School English
81% of all prefixed words use one of the prefixes below.
Rank
Meaning
Prefix
Percentage
1
un-
not, opposite of
26
2
re-
again
14
3
in-, im-, il-, ir-
not
11
4
dis-
not, opposite of
7
5
en-, em-
cause to
4
6
non-
not
4
7
in-, im-
in
3
8
over-
too much
3
9
mis-
wrongly
3
10
sub-
under
3
11
pre-
before
3
Two Types of Suffix Morphemes
A suffix is a morpheme placed at the end of a base word or root to create a new word.
Inflectional suffixes:
Derivational suffixes:
•
•
Are learned early.
•
•
Are added to a root.
•
•
Are a fixed set or class of words.
•
Are more numerous than inflectional
suffixes.
•
Are usually Latin in origin.
Do not change a word’s part of
speech.
Change tense, number, possession,
comparison, or degree
(e.g., -ing, -ed, -s, -es, -er, -est).
Mark a part of speech or grammatical
role (e.g., compare, comparison,
comparative, comparatively).
Most Frequent Suffixes in Printed School English
Rank
Suffix
Percentage
1
-s, -es
31
2
-ed
20
3
-ing
14
4
-ly
7
5
-er, -or
4
6
-ion, -ation,
4
-ition, -tion
7
-able, -ible
2
8
-al, -ial
1
9
-y
1
10
-ness
1
11
-ity, -ty
1
12
-ment
1
Look at the suffixes on the first
three lines of the chart.
• What percentage of suffixed
words are made with these
suffixes?
• What implications does this
have on instruction?
Word Recognition Experience
Unfinished Sentences
Fill in the missing prefixes and suffixes for the sentences to make sense.
er ____viewed
or about his
re
inter
1. The ___port__
the act__
performance.
ful and
ment to be help___
de
2. We ___cided
to make an agree____
ly to each other.
friend___
ure in
pre
ex
ad
3. The boy ____tended
he was on an ___citing
___vent____
out__
er space.
RESEARCH: Why is word recognition important?
Facts and Stats
•
In order to unlock comprehension of text, two keys are
required—being able to read the words on the
page and understanding what the words and
language mean within the text children are reading (Davis,
2006).
•
Since reading comprehension is the ultimate goal in teaching
children to read, a critical early objective is to ensure that
they are able to read words with instant, automatic
recognition (Garnett, 2011).
•
Students who have success with reading comprehension are
those who are skilled in both word recognition and language
comprehension. (Davis, 2006)
The Simple View of Reading (SVR)
(Gough & Tunmer, 1986)
Check Point
What do the two domains in the Simple
View of Reading have in common? Why?
Many Strands Are Woven Into Skilled Reading
(Hollis Scarborough’s Reading Rope)
Important Elements of Word Recognition
Effective word recognition instruction builds steadily on children’s understanding and use of
both spoken and written language, and includes the following elements:
Print Awareness
Alphabetic Knowledge
Phonological and Phonemic Awareness
Alphabetic Principle
Decoding
Irregular/High Frequency Words
Spelling and Writing
Reading Practice with Decodable Texts
Reading Fluency
Check Point
Which of the following is NOT an underlying element
of word recognition?
a. Phonological Awareness
b. Sight Recognition
Vocabulary
d. Decoding/Spelling
c.
STANDARDS: Which foundational literacy standards are
addressed through word recognition instruction?
Foundational Literacy Standards – Kindergarten
K.FL.PWR.3 Know and apply grade-level phonics and word analysis
skills when decoding isolated words and in connected text.
a. Demonstrate knowledge of one-to-one letter sound
correspondence by producing the most frequent sound for each
consonant.
b. Associate the long and short phonemes with common spellings for
the five major vowels.
c. Read common high-frequency words by sight.
d. Decode regularly spelled CVC words.
e. Distinguish between similarly spelled words by identifying the
letters that differ.
Foundational Literacy Standards – Grade 1
1.FL.PWR.3 Know and apply grade-level phonics and word analysis skills
when decoding isolated words and in connected text.
a. Know the sound-spelling correspondence for common consonant digraphs.
b. Decode regularly spelled one-syllable words.
c. Know the final –e and common vowel team conventions for representing
long vowel sounds, including r-controlled vowels.
d. Use knowledge that every syllable must have a vowel sound to determine
the number of syllables in a printed word.
e. Decode two-syllable words following basic patterns by breaking the words
into syllables.
f. Read words with inflectional endings.
g. Recognize and read grade-appropriate irregularly spelled words.
h. Read grade-level decodable text with purpose and understanding.
Foundational Literacy Standards – Grade 2
2.FL.PWR.3 Know and apply grade-level phonics and word analysis
skills when decoding isolated words and in connected text.
a. Distinguish long and short vowels when reading regularly spelled
one-syllable words.
b. Know spelling-sound correspondences for additional common
vowel teams.
c. Decode regularly spelled two-syllable words with long vowels.
d. Decode words with common prefixes and suffixes.
e. Identify words with inconsistent but common spelling-sound
correspondences.
f. Recognize and read grade-appropriate irregularly spelled words.
g. Decode grade-level texts with purpose and understanding.
Standards Progression
K
1
Grade 3 - 3.FL.PWR.3
• a. Identify and define the meaning of the most
common prefixes and derivational suffixes.
• b. Decode words with common Latin suffixes, such
as -ly, -less, and -ful.
• c. Decode multi-syllable words.
• d. Read grade-appropriate irregularly spelled
words.
2
3-5
Grade 4 - 4.FL.PWR.3
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and
morphology (roots and affixes) to read accurately
unfamiliar multisyllabic words in context and out of
context.
Grade 5 - 5.FL.PWR.3
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
STANDARD IN ACTION: What are the
expectations for instruction in word recognition?
Word Recognition Example
• As you view the video,
think about the teacher
actions and student
actions
• How will this
instructional routine be
implemented in a
remote classroom
setting?
Word Recognition Experience
Mr. Memphis is a 2nd grade teacher. He teaches high-frequency words through
rote memorization. Many of his second-grade students are failing to learn highfrequency words, even though they are progressing in their phonics lessons. The
high-frequency words the students are responsible for knowing in this lesson are
the words: together, which, without, between, and example. All of his students
are having difficulty reading those words in or out of context.
What teacher actions can Mr. Memphis employ to provide high level high
frequency word instruction?
Word Recognition Experience
High Frequency Word Instruction
Indicator
Actions
Teacher provides direct instruction
•
•
•
•
Displays high frequency word cards
Reads the word and uses it in a sentence
Spells the word
Writes the word in the air
Students practice reading, spelling,
and writing HFWs
•
•
•
•
Say the HFW
Spell the HFW
Write the HFW in the air
Read HFW in and out of context
Students practice HFWs in context
(use HFWs in oral sentences or read
HFWs in sentences)
•
•
•
•
Identify sentences with high frequency words
Build sentences with high frequency words
Read sentences with high frequency
Orally generate sentences with high frequency words
Wonders Alignment
Where is Word Recognition explicitly taught?
Phonemic Awareness
Phonics
High Frequency Words
Structural Analysis
Wonders Alignment
Let’s Practice!
K.FL.PWR.3e Distinguish
between similarly spelled
words by identifying the
letters that differ.
Wonders Alignment
Let’s
Practice!
1.FL.PWR.3f. Read words with inflectional endings.
Wonders Alignment
2.FL.PWR.3d Decode
words with common
prefixes and suffixes.
Wonders Alignment
When might I see Word Recognition instruction?
Whole Group Instruction
Word Work
• Phonics/Spelling/Handwriting/Hight Frequency
Words/Structural Analysis
Weekly Text Set
• Decodable Reader (2nd Grade)
• Shared Read
• Literature Big Book
• Interactive Read Aloud
• Literature Anthology
Building Writing Skills
• Reading/Writing Companion
• Practice Book
• Response Board
Small Group Instruction
Text-Based Lessons
• Leveled Readers
• Decodable Readers
Skills-Focused Lessons
• Response Boards
• Differentiated Lessons
Literacy Workstations
• Workstation Task Cards
• Digital Activities
BACK IN THE BUILDING: What are my next
steps for supporting instruction in word
recognition?
Key Look Fors
In addition to instructional practices 1 and 2, the following should be
“looked for” during informal observations:
• Ensure student engagement in Wonders HFW routines.
• K-2 teachers to equip students with effective word reading strategies:
Sound it out-blend the sounds and link to the letter or group of letters
Segment a word into sounds, syllables or chunks
Look for parts you know, ask someone
See if the word has prefixes or suffixes.
• Review Dr. Dickeys info on HFWs
• Ensure lessons are multisensory—involving more than one sense at a time [visual,
auditory (both listening and speaking), tactile/kinesthetic].
How did we do?
Leaders will
• Know that word recognition is an essential skill that underlies a
student's ability to learn to read and spell.
• Understand how word recognition instruction looks in action.
• Be able to support effective implementation of instruction in
word recognition.
Mark Your Calendar!
Module
Module 5: Word Composition
Date
November 10, 2020
November 30, 2020
Module 6: Fluency
January 12, 2021
January 13, 2021
Module 7: Sentence Composition February 4, 2021
& Vocabulary Acquisition
February 23, 20201
Time
PLZ Code
4:00 – 6:00
24246
4:00 – 6:00
24246
4:00 – 6:00
24246
PLC Coaches and Instructional Facilitators
Module
Date
Time
PLZ Code
Module 4: Phonics & Module 5
Word Recognition
Module 6: Word Composition
October 27, 2020
4:00 – 6:00
24329
November 16, 2020
4:00 – 6:00
24329
Module 7: Fluency
December 10, 2020
4:00 – 6:00
24329
Module 8: Sentence Composition January 21, 2021
4:00 – 6:00
24329
Module 9: Vocabulary
Acquisition
4:00 – 6:00
24329
February 8, 2021
Attendance Survey
http://bit.ly/SCSLSSurvey
Questions
Contact Us
LaShanda Simmons Fason
simmonsLD@scsk12.org
Stephanye Jimerson
jimersonSL@csk12.org
http://www.scsk12.org/earlyliteracy/
Gwen Ingram
ingramGM@scsk12.org
Need Assistance?
Early Literacy Office​
1363 East Person Ave.​
Memphis, TN 38106
901.416.4801
http://www.scsk12.org/earlyliteracy/